Transcript of "Seminarku123456789"

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Introduction
Increasingly, businesses are investing in leadership development (Industrial Relations Services, 1992).
Unfortunately, the expansion in provision has not been matched by sufficient empirical evidence to explain
how transfer of learning may be optimally achieved (Williams et al., 2003; Burke et al., 2002). The terms
leadership education and leadership development are often used interchangeably (Drew-Smith et al.,
1989), with consequent confusion for clients and providers alike. Leadership education is characterised by
structured university or college- based programmes, while leadership development is likely to include a
broader spectrum of learning activities such as seminars, executive coaching or mentoring interventions. As
referred to here, the term “leadership development” is a process whereby facilitators lead participants
through a series of activities or mental exercises, encouraging them to reflect on learning experiences in
order to promote transfer of knowledge and skills to work contexts. Hence rather than covering technical
job skills, such programmes focus on self-awareness, changing attitudes, building teams and improving
interpersonal interactions. Common objectives include, for example, development of leadership skills such
as team- working and communication – competencies believed to be instrumental keys to organisational
performance and productivity. Indeed, given the rapid expansion in course provision, it is worth asking
questions about what these programmesexpect to achieve and how the training interventions are linked to
relevant and transferable learning.
The framework
Focusing on this context, this paper offers a framework to represent the conduct and implementation of
programmes(seeFigure 1). It suggeststhat the framework could be used as an evaluation tool for particular
methodologies or coursedesigns and that this may help to maximise the promotion of focused learning and
subsequent skills transfer. To exemplify this process, the discussion will consider the development of skills
related to conflict handling – an important component of effective leadership and management and a
domain frequently addressedby leadership development interventions (Beer and Walton, 1990).
Organisational conflict takes many forms – grievances, boycotts, or moves to replace particular
managers with others (Deutsch, 1994). Consequently, individuals working in leadership positions require
skills of a trained negotiator to effectively handle conflict (Clements et al., 1995). Such skills involve (for
example), abilities which enable trust of opponents during interaction, co-operative approaches which
allow parties to explore their options for resolving the conflict, empathy, and taking responsibility for one’s
own actions (Arak, 1990). However, skills practice on its own is likely to be insufficient to enable
individuals to intervene constructively either as third parties, or on an individual basis when they are,
themselves on one side of the dispute. Following this logic, individuals in leadership roles require
knowledgeas well as skills practice to becomecompetent at conflict handling (Deutsch, 1994).
A framework for a comprehensive and sound design is suggested that represents a decision
making chain comprised of two distinct (but not mutually exclusive) design pathways, namely “procedural
– tactical – high fidelity” and “declarative – strategic – low fidelity” (see Figure 1). In order to provide a
structure for these design pathways, the decision making chain is related to three main features of
programmedesign, i.e. the knowledgebase, the learning approach and the practice setting.
The knowledge base
Anderson (1982) offers a structure built on three types of knowledge, two of which are well documented.
Procedural knowledgeconcernsknowing how to perform something

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Figure 1. A framework for analysing the learning and transfer of conflict handling skills via leadership development
programmes
(Anderson, 1982). This is where the learning is automised into a series of “productions”which are acts of
cognition that make things happen. The aim of this process is to gradually reduce the number of
productions required for a particular outcome so that application of the knowledge becomesautomatic. To
clarify this idea the learner would follow a set of “if . . . then”procedureswhich move them progressively
towards the desired outcome. If this type of knowledge were to feature as an aspect of programme design,
participants would be offered opportunities to solve conflict problems by working through influencing
techniquesspecific to particular situations.
The second category, “Declarative knowledge”concerns “schemata, frames, scripts or knowledge
structures”(Starkes and Allard, 1993, p. 110) and refers to the network of facts which take up our working
memory. It has been argued that declarative knowledgehas an important contribution to make in promoting
“learning by understanding” (Pennington et al., 1995). So, in terms of conflict handling, declarative
knowledge would be apparent where participants were required to compile facts about the underlying
conflict issues, the parties involved and the consequences associated with various courses of action. This
context would provide a foundation for a process whereby participants uncover some general rules and
constructsto guide their behaviour in conflict interactions.
The learning approach
The second component of the decision-making chain relates to the learning approach. The framework
suggests that procedural knowledge is likely to be utilised in tactical approaches to conflict handling that
are specific to the situation. Under these circumstances, participants would be encouraged to decide the
conditions under which knowledge could be applied and engage in appropriate actions, depending on the
particular conflict scenario. The emphasis here is therefore on knowledge of procedures pertaining to the
conflict situation and consistent with messagesin the conflict literature which recommend matching styles
to situations (Hart, 1991; Thomas, 1992).
Alternatively, declarative knowledgeis likely to be used in strategic approaches,which are applied
generically across a range of conflict scenarios such as accommodating, competing or avoiding techniques

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(Thomas and Kilmann, 1974). This approach is represented in research that identifies broad strategies for
dealing with conflict such as contending, yielding, problem solving or avoidance (De Dreu, 1997). Thus,
declarative knowledge would provide the foundation for development of general constructs underlying the
process of conflict handling and the development of knowledge and skills applicable across a range of
conflict situations.
The practice setting
The decision about what balance of “learning approach”to use is not the only concern for providers of
leadership development. This component of the decision making chain links the role of knowledge in skill
acquisition to the issue of learning transfer – i.e. the use of knowledge or skill acquired in one situation in
the performance of a new, novel task (Pennington et al., 1995). Hence the “practice setting”refers to the
nature of the environment utilised for skills development and practice (see Figure 1). Indeed, given the
differencesbetweenthe training environment where the skills are learned and the businesssettings in which
they are applied, transfer is arguably the crucial factor.
Debates about the transfer of cognitive skills have hitherto focused around the issue of “fidelity”
i.e. the extent to which tasks in the learning domain are similar to those in the real life situation where the
learning is to be applied. Once again, these considerations hold considerable importance for providers of
leadership development, especially since contrasting approaches, both apparent in the commercial sector,
may either emphasise or consciously minimise the contrast between the learning domain and the business
application setting.
Transfer of learning has been considered from two theoretical perspectives, both of which have
implications for the design and potential outcomes of leadership development programmes. Anderson
(1982) has proposedthat, in order for learning to be optimally transferred from one situation to another, the
tasks must closely replicate reality. Under this approach, the knowledge acquired while learning a skill is
encapsulated into procedures called production rules. Transfer of learning is said to occur when the tasks
share similar production rules. This is in fact an argument for high fidelity, where there is a close match
between the tasks in the learning domain and the tasks required in the real life setting. This idea is
represented in research emphasising “specificity of knowledge” – i.e. it is not the knowledge acquired
through training and practice but a particular use of knowledge that must be emphasised. In short, this
method fits this problem.
In contrast, Bransford et al. (1979) maintain that low fidelity is needed for transfer. In this view,
transfer may occur by increasing the degreeof similarity between the cognitive processing requirements of
the tasks in each situation. What is important therefore, are the cognitive processesinvolved in the tasks,
not the tasks themselves. This perspective is consistent with the proposals of Pennington et al. (1995) and
other Gestalt psychologists, in which the role of declarative knowledgein skill acquisition is emphasised–
an approach which could be summarised as these principles can be modified to meet this problem in this
way, or that problem in that way.
If these ideas were applied to the design of leadership development programmes, methodologies
that emphasise knowledge of procedures pertaining to specific conflict scenarios (i.e. tactical approaches)
would be expected to maintain high fidelity. Thus, in the learning activities, explicit links would be made
with conflicts at work in order to promote transfer of learning and the elements of the tasks undertaken by
managers would be similar to those they would undertake in organisational contexts. This type of design
would appear to optimise benefit through training intact units from one company in order to maximise
opportunities for transfer of procedures learned to the workplace (see the left hand design pathway in
Figure 1).
Conversely, one might expect programmes that focus on the use of declarative knowledge (i.e.
reflective of a strategic approach to conflict handling) to sustain low fidelity. In this type of design, the aim
would be to achieve transfer via activities in which the cognitive processing requirements but not the task
elements) share similarity with conflict scenarios in organisations. Training providers who ubscribe to this
philosophy may prefer to work with participants drawn from a variety of different organisations in order to
facilitate the application of broad constructs applied to diverse settings (see the right hand design pathway
in Figure 1).
The tactical and strategic approaches to conflict handling described above are not mutually
exclusive and it is probable that managers will use a combination of procedural and declarative knowledge
in skills application. Indeed, many conflict problemsrequire a combination of “fit for purpose”skills driven
by knowledge of underlying principles concerning the process of conflict handling. However, since these

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types of knowledge may be differentially developed via different types of learning approach, it seems
crucial that providers and clients should at least understand the balance and its implications for the types of
activities offered.
Initial support for the model
While a series of more comprehensive studies are planned, preliminary testing has shown support for the
model. This work was conducted in three stages. The first study (content analysis of leadership
development brochures) was designed to assess the initial applicability of the framework in relation to
leadership development provision. In order to check for consistency from the perspective of both potential
clients and established providers, two further studies were completed. The second phase (semi-structured
interviews with managers) investigated the broad types of knowledge and skills used by managers to deal
with conflict in business and the third (semi-structured interviews with leadership development providers)
was designed to elicit data about perceived approachesto the learning and transfer of leadership skills.
Content analysis of leadership development brochures
A content analysis of brochuresproducedby providers of leadership development in the UK was conducted
to assess the extent to which procedural and declarative designs were evident. A request for information
was sent to 30 providers of management development selected from the Management Development
Yearbook (Addico, 1995). The sample included large providers as well as the smaller, less well-
established organisations. Requests were sent to 15 providers with a record of contracted services to large
organisations (category 1) and 15 others, with a less well-established client base (category 2). In order to
qualify for category 1, providers must have been in the businessfor more then two years, have a minimum
of five employeesworking for them on a regular basis and possessa track record of contractedservices to a
range of organisations. All other providers were assigned to category 2. Content analysis was completed on
22 courses.
The course content revealed the use of both procedural and declarative designs, with some
providers using a combination. A final category included courses that did not appear to employ any
particular focus in respect of the design framework. Hence there was no evidence of an orientation towards
the development of either specific or generic skills, despite a course rationale suggesting skills
development.
Procedural designs
Procedural designs were evident in descriptions that emphasised progressive approaches, moving
participants towards focused outcomes. A programme offered by Guardian Business Services (1992-1993,
p. 1) offered the following rationale:
This 2 day course identifies the steps involved in making swift and informed choices, Delegates will be
presented with a 5 stage model which will help them to analyse the situation, develop appropriate selection
criteria, choose between people, assessthe match and mismatch between the chosen person and the task and
anticipate the consequencesof their choice.
This example was extracted because it was orientated towards particular skills or functions. Hence the
approach was deemedto be representative of practical skills training that was situation specific.
Declarative designs
In contrast, declarative approaches were highlighted in descriptions offering help with broader issues and
the development of generic skills applicable across different situations. A course from Sundridge Park
offered the following:
The programme is highly appropriate for male and female executives who have moved or wish to move into
general management. It is of equal benefit to those functional managers who realise the imperative of a
broader understanding beyond their own specialism (Sundridge Park Executive Development, 1994, p. 6).
This (and other) examples were extracted from descriptions offering broader, processbased skills, such as
listening, questioning, self-disclosure and giving feedback. Hence the material aimed to develop
behavioural skills and strategiesthat supported future learning and facilitated greater workplace impact.
Combinations of procedural and declarative designs
There were a number of examples where both approaches were used in combination. In these instances,
coursesappearedto offer opportunities for both specific and generic skills application:

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On completion you should have improved your skills in managing the relationship betweenyourself and your
primary work group and how you and they interact with other groups. The individuals and the groups you
manage will be better able to develop to their full potential and contribute to a culture in which positive
influencing facilitates the delivery of desired results (Civil Service College, 1999-2000, p. 37).
In this example, the learning involved both specific and generic skills application, whereby general
competencieswere included alongside more focusedskill areas.
Courses not offering declarative or procedural designs
A course titled “How to lead a team”promised participants the opportunity to “learn the skills considered
most critical by team leaders”.This included skills such as “starting off on the right foot with a new team”,
“making sure team meetings are worthwhile – and not just a time wasting experience”and “knowing the
best placesto invest your time for the biggest reward”(CareerTrack International, 1999, p. 2).
In these examples, it was difficult to glean the underlying rationale for knowledge and skills
development. Such courses did not appear to have any notable design characteristics, and thus it was
difficult to determine the overall philosophical approach from the descriptions provided.
From this initial analysis, it appears that managers were offered a variety of leadership
development opportunities based around programme designs supporting the development of either
procedural or declarative knowledge, or both. The findings also revealed a number of programme designs
that did not appear to be orientatedtowardsany of thesecategories.
Semi-structured interviews with managers acting in leadership roles
Further work appeared to offer support for the use of procedural and declarative knowledge in tactical and
strategic approaches to conflict handling. A sample of 18 managers (12 male, six female) acting in
leadership roles were interviewed about the skills they used to deal with conflict at work. They camefrom a
variety of business sectors including travel, education and construction and ranged in age from 25 to 71
years (median age = 42 years). They were recruited through personal contact and purposefully sampled to
represent the full cross section of business type, size and structure (Sunderland and Nelson, 1995). The
interviews lasted between 45 and 60 minutes and were recorded and transcribed verbatim. Subsequently,
the text was analysed using the procedures and techniques of grounded theory (see Glaser and Strauss,
1967; Gould et al., 1993). The responsesrevealed a variety of approaches, including both tactical (n = 5),
and strategic (n = 4) skills. A combination of both tactical and strategic approacheswas cited by half the
managersin the sample (n = 9).
One respondent demonstratedthe use of a tactical approach involving attempts to regulate conflict
in a manner specific to particular circumstances:
It’sno good using the sameapproach acrossthe board. The approach must be adjusted, depending.
In a similar vein, another respondent commented:
If the conflict is due to a lack of understanding, I try to anticipate it and develop understanding. If this can be
achieved, a mutually satisfactory compromise can usually be found. If the conflict is due to different
priorities between departments, these have to be tackled “head on”. When the conflict is over personal
factors, it’sbetter to skirt ’round them, to circumvent them.
The use of strategic methods was abstracted from comments such as “all conflicts must finish up beat and
with a feel-good factor”and similarly:
My strengths lie in my lobbying – influencing, persuading and motivating. I can get myself out (or round) of
most conflicts by talking and listening. I try and be conciliatory, to involve people in what they are doing, to
encouragethem to own up to their role in things and take responsibility.
A combination of both tactical and strategic approaches were cited by nine respondents. Hence in some
circumstances, the skills were adjusted to fit the situation, while in others the general approach was the
same. These data suggest that, for this sample at least, managers applied their skills in one of three ways,
namely tactically, strategically, or in combination. Additionally, these groupings are not inconsistent with
the skills categories of “procedural”, “declarative”, “both” and “neither” highlighted as a result of the
content analysis.
Semi-structured interviews with leadership development providers
Finally, in order to explore the veracity of the framework from both a learning (how it might happen) and a
real life (how providers think it works) perspective, data were gathered about the methodologies used to

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develop the acquisition and transfer of conflict handling skills from ten major providers of leadership
development.
The criteria for selection of providers were as follows, each provider must have: .
• worked in leadership development for a minimum of two years; .
• run this area of work as their full-time main line of business; .
• employed a minimum of five employees on a regular basis; and
• hold a record of regular contracted services to a range of clients.
Half of the sample had a substantial international client base. Each of the providers meeting the criteria for
selection was assigned a number which was subsequently entered onto the SPSS for Windows 9.0 file
(Chicago, USA). A random sampling of these data produced the final ten providers, who, when
approached, all consentedto participate.
Development of the conflict video and interview guide
A video of four conflict scenarios was developed to facilitate and standardise the acquisition of data and to
provide a methodological link between participant’sresponses to different conflict situations (see Patton,
1987). The content was derived from training videos and intended to represent the types of conflict
encountered by managers in business, namely inter-organisational, inter-group, intra-group and inter-
individual (Tjosvold and Chia, 1989). All participants received a copy of the video and a covering letter
two weeks prior to the start of the investigation. An interview was then conducted with each participant
after they had watchedthe video twice.
Based on the model structure presented in Figure 1, the interview guide included questions
pertaining to how programmes would be designed to equip clients with the knowledge and skills to deal
with the conflicts portrayed, the underlying rationale for such approaches,and questions relating to learning
transfer. The schedule included standardised probes to ensure that responses from all participants were
explored in equal complexity and depth (Torrington, 1991). As per the objectives set for the investigation,
no structure or system was offered to participants, in order to test for the existence and veracity of the
decision-making structure in real life.
All interviews were conducted by the first author, recorded and later transcribed verbatim.
Subsequently, the interview text was content analysed by three researchers, employing a deductive
approach and using consensus validation procedures to identify common themes from the raw data
(Scanlan et al., 1989). Those of highest abstraction were labelled “dimensions”, second order categories
were characterised as “higher order themes”and raw data themes comprised the most specific forms of
information.
The knowledge base
Overall, 46 raw data themes were extracted from the transcriptions regarding the perceived role of
knowledge in skills development. Subsequently, these raw data themes were compiled into three higher
order themes from which the general dimension of “Knowledge”was constructed. The three higher order
themeswere:
(1) generic;
(2) specific; and
(3) theoretical.
All of the providers sampled (n ¼ 10) reported knowledgedevelopment to be important.
One provider made comments subsequently conceptualised exclusively under the theme of
“specific knowledge”,which comprised 17 raw data themes. This category referred to knowledge applied
to particular situations or workplace conflicts:
It’s all very specific to that person or that team, that organisation, that business. We use project work to
recreate a specific business problem that we know is happening in their organisation. We try to make it very
specific to the workplace.
In contrast, five providers reported “generic knowledge”or understanding to be an important foundation for
conflict handling skills. Under these circumstances, respondents cited broad understanding of conflict
issuesas being important:
I guess the knowledge that we develop is generic knowledge if you like. The knowledge I would say is self-
awarenessabout individuals, awarenessabout teams, creating knowledge about themselves but also business
knowledge.

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In addition, four providers perceived a combination of specific and generic knowledge as essential features
of programme design. Hence these findings suggest the likely use of both procedural (specific) and
declarative (generic) knowledgeto underpin skills development.
Finally, eight providers made comments conceptualised under the higher order theme of
“theoretical”This category represented theoretical models or tools used to promote skills learning, such as
psychometric testsor experiential approaches.
The learning approach
A total of 91 raw data themeswere extracted from the transcriptions pertaining to how programmeswould
be designed to develop skills to deal with the four conflicts portrayed in the video.
All of the respondentsreported the development of interpersonal skills to be useful in dealing with
conflict. Within this category, one provider made comments conceptualised exclusively under the theme of
“tactics”,which included the application skills adjusted to fit the situation:
We look at building skills in quite a positive way, so by getting people to work together on small projects and
taking out of these what works well and always as a cycle making the transfer of what happens there and
what goeson at work.
Five providers emphasised the use of strategic approaches, which referred to the acquisition of generic
skills applicable acrossa range of conflict scenarios. One respondent said:
We would develop systemsfor managing people’sobjections. I might give them stepsto assertivenessbut the
real knowledgethey would have gained is about themselves, how they react, how they can do things.
Overall, four providers reported the utilisation of both tactical and strategic skills as aspectsof programme
design. Under thesecircumstances,someof the skills were applied generically while others were deemedto
be contingent upon the situation. Reassuringly for the framework, these three groups of participants
demonstrateda consistent and coherent link betweenthe knowledgebaseand consequent learning approach
used, albeit that the logic of, or reasonsunderpinning this link were not explicitly expressed.
The practice setting
A total of 66 raw data themes were extracted from the interview transcripts for questions pertaining to
learning transfer.
In the category of “approaches to learning transfer”, six providers were able to articulate the
rationale underpinning the use of particular methodologies. One example included the following:
On a face level, some of the insights gained from the activities have nothing to do with work because the
transfer is emotional, intellectual and at a “team understanding” level. We’re not talking about personality
changehere (I make this distinction) and it has to be a very careful processthat is caring of the individual.
Another respondent said:
I would say that the main thrust of our programmeshas to do with developing skilled behaviour. The biggest
skill that we pass on is the skills where you can feedback to people. The approach to conflict management is
about working through your differences.
The remaining four failed to offer any link. When probed, these participants merely reiterated the
operational aspects of their chosen approach, rather than the reasons underpinning it. For example, one
respondent said:
What we know about the experience is that it enhancesself-confidence over and above everything else that it
does. What else it does is very, very, specific to the individual.
Hence with regard to the final stage of the decision making chain, results were mixed. Some providers
mentioned the logical chain evidenced in stages 1 and 2, reporting the use of methodologies that fitted
consistently with their chosen approach. Others were less consistent however, or even failed to show any
logic in the decisions made. Specifically, the ten providers sampled in this investigation indicated the use of
four basic designs to facilitate skills transfer. These were low fidelity (n = 1), high fidelity (n = 3), a
combination of both (n = 4), and designs in which neither approach was utilised (n = 2).
An example of a high fidelity approach (i.e. in which where was a close match between elements
of the tasks in the learning domain and thosein the work environment) was abstractedas follows:
What we can do for a client is to have an exercise that somehow replicateswhat is going on at work. It works
extremely well for them becausethey were able to make those direct links. It can really make the experience
more transferable for them.
In respect of low fidelity designs (i.e. where the emphasis was on matching the cognitive processing
requirementsof the tasks with workplace scenarios), one provider commented:

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It is more about seeing yourself from different perspectives and then thinking about how you might manage
things in a different way. People will pick and choosethe skills depending on where they are. I don’tbelieve
in teaching specific skills to people anyway.
Interestingly, two providers reported little or no follow up to facilitate skills transfer, although this factor
was acknowledgedby them as being important:
We only get transfer via manager’sabilities to pick up the skills while they are on the course. There’sno
follow up. We should, but we don’t.
The findings also revealed a high degreeof variance concerning the linkage betweenthe statedprogramme
objectives, the chosen methodology and the learning outcomes. Given this situation, it is unlikely to be
clear to the clients that such processes/methodologies will result in these outcomes. In short, even if the
provider has demonstrated explicit awareness of the fidelity issue, they don’t necessarily know how to
manipulate this variable to maximise desired effect.
Applied implications
The initial fieldwork broadly supported the use of procedural and declarative knowledge as a basis for
deployment of tactical and strategic approaches to conflict handling, insofar as providers of leadership
development reportedly utilise procedural and declarative designs, and in respect of both approaches as
utilised by practicing managers in business. The data also suggest the use of high and low fidelity designs
to facilitate learning transfer and hence the results broadly confirm the conceptsoutlined in the framework.
Crucially however, the results do not appear to suggest a clear philosophical rationale for adoption of these
designs, nor offer users any structured means by which to evaluate the potential efficacy of course content
or method.
The distinctions highlighted above demonstrate that there may be very different design
philosophies in operation, each of which has implications for the learning and consequent efficacy of
leadership development programmes. The choice of leadership development provider may therefore be
mediated by the need to ascertain how their particular methodology fits with the organisation’scurrent and
future needs, and the balance between these and its approach to leadership development. There are several
issues to consider which tend to favour the declarative model for long-term benefit and the procedural
model for short-term objectives. Indeed, course designs emphasizing broad- based approaches to conflict
handing may offer greater development potential in the longer term because of the emphasis on skills
application across different settings. Therefore, procedural designs may be more appropriate for training
intact units from one company whereas declarative approaches may be more suited to open programmes
involving delegates from a variety of organisations. Notably, courses incorporating a mix of “fit for
purpose skills” (tactical) as well as those driven by knowledge of underlying principles (strategic) may
offer distinct advantagesin terms of minimizing this short-term/long-term trade off and this may prove to
be especially pertinent, give the fluid nature of businessin the current global environment.
We also recommend that client organisations give consideration to the circumstancesunder which
transfer may be optimised. Relevant issues include the degree of post- course follow up that is provided to
reinforce skills transfer, the extent to which pre-course audits are utilised, the competence of the course
team to provide relevant and focused learning and the congruence between the activities and the skills
requirementsof the work setting. We also suggestthat organisations consider in-houseprovision for quality
skills practice. The use of a sound structural framework both informs and facilitates thesedecisions.
The framework remains to be tested further with a larger sample of managers and providers. We
also suggest that large scale longitudinal research to assess the extent to which procedural versus
declarative designs are utilised in leadership development programmeswould offer a useful foundation for
further work to assessthe efficacy of provision. Given the lack of empirical work to support an expressed
link between design and outcome to maximise effect, a methodology examining both approach and
rationale would be essential.
References
Addico (1995), The Management Development Yearbook, Addico, London.
Anderson, J.R. (1982), “Acquisition of cognitive skill”, Psychological Review, Vol. 89 No. 4, pp. 369- 406.
Arak, C. (1990), “Dispute Management in Schools”,Mediation Quarterly, Vol. 8, pp. 51-62.
Beer, M. and Walton, E. (1990), “Developing the competitive organisation: interventions and strategies”,American
Psychologist, February, pp. 154-61.